This document provides a checklist for best practices in video analysis of classroom learning environments. It outlines prerequisites for materials, equipment, classroom arrangement, and time for discussion. It also lists the teacher's role in asking questions, giving feedback, and involving students in planning investigations. Finally, it describes students' experiences in pursuing their own questions, making predictions, carrying out investigations, and collaborating with each other.
This document provides a checklist for best practices in video analysis of classroom learning environments. It outlines prerequisites for materials, equipment, classroom arrangement, and time for discussion. It also lists the teacher's role in asking questions, giving feedback, and involving students in planning investigations. Finally, it describes students' experiences in pursuing their own questions, making predictions, carrying out investigations, and collaborating with each other.
This document provides a checklist for best practices in video analysis of classroom learning environments. It outlines prerequisites for materials, equipment, classroom arrangement, and time for discussion. It also lists the teacher's role in asking questions, giving feedback, and involving students in planning investigations. Finally, it describes students' experiences in pursuing their own questions, making predictions, carrying out investigations, and collaborating with each other.
This document provides a checklist for best practices in video analysis of classroom learning environments. It outlines prerequisites for materials, equipment, classroom arrangement, and time for discussion. It also lists the teacher's role in asking questions, giving feedback, and involving students in planning investigations. Finally, it describes students' experiences in pursuing their own questions, making predictions, carrying out investigations, and collaborating with each other.